The Role of the School Administrators in Supporting Teachers in the Integration of Educational Technology Into K-12 Classrooms

While the role of the administrator has been regarded as significant in school improvement activities, little information exists which describes the specific roles and responsibilities of the administrator as a technology leader. This study is based on the premise that the role of the school administrator is crucial to the successful introduction and use of technology in the K-12 classroom. The purpose of the study was to examine relationships that may reflect the influence school administrators have on teachers’ technology integration competencies. The study used transformational leadership theory, specifically Kouzes and Posner’s (1985) five leadership practices, to examine the leadership by school administrators. Data obtained from a U.S. Department of Education Technology Literacy Challenge Project was used in this study. The sample consisted of the K-12 teachers and administrators who participated in the North Dakota Teaching with Technology Initiative (ND TWTi). Participants included 89% of the K-12 teachers and administrators from 423 public and private schools throughout North Dakota. Data was collected using the Professional Competency Continuum surveys for both teachers and administrators developed by the Milken Exchange and the North Central Regional Technology in Education Consortium. Data from the administrative competency ratings of administrators and teachers’ technology integration competency ratings were tested using the Pearson correlation. The administrative competency indicators were (a) modeling effective use; (b) leading professional development; (c;) leading and managing systemic change; and (d) maintaining a knowledge base. The teacher competencies included: (a) core technology skills; (b) curriculum, learning, and assessment; (c) professional practice; and, (d) classroom and instructional management. The correlations were significant beyond the .001 level between all administrative competencies and teachers’ core technology skills and between teachers’ professional practices. The correlations were significant at the .05 level between administrative competencies and teachers’ curriculum, learning, and assessment, and teachers’ classroom and instructional management. The correlations indicate that the administrative competencies of school administrators are likely determinants in the technology integration competency ratings of teachers under their leadership. As a result of the study, 14 recommendations for further study were made. Five recommendations for practical applications of the study were also provided